Unit Essential Question: What is a perfect society and is it possible to achieve?
Inspired by dystopian novel Brave New World, students will explore biotechnology and cloning as well as research historical attempts at creating the perfect society. Through investigation and collaboration, students will gain a better understanding and hopefully, appreciation for the world in which we live today.
Curriculum Standards
Language Arts 8.RI.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). 8.W. 2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Math 8.SP.1 Construct and interpret scatter plots for bivariate measurements data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association and non-linear association.
SL8.5(Literacy HST) Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
Science 8. L. 2 Understand how biotechnology is used to affect living organisms. Summarize aspects of biotechnology including: Specific genetic information available and ethical issues.
WHST 8.1(Literacy HST) Write arguments focused on discipline-specific content. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Objectives
Students will read Brave New World by Aldous Huxley to explore characterization, plot and theme development, and use of literary elements as well as make connections with modern society
Students will conduct research on various historical utopian theories and attempts while noting the details of those communities.
Students will heighten their awareness of biotechnology and genetic engineering to form their own opinions on topics raised in the book and be able to argue effectively using evidence in a debate and Socratic Seminar.
Learning Activities
Language Arts Students will follow the class pacing guide to read Brave New World and answer study guide questions. (insert links to study guide
Students will synthesize knowledge acquired through investigation in order to design their own utopian society in collaboration with one or two classmates. (Use of Edmodo or Google Docs will be encouraged throughout the research, design, and writing process for collaboration with peers.)
Math Students will see how non-linear equations are used to model real world applications. Students will calculate the effects of cloning assuming that each entity produces two clones. Students will work in groups of two to create a table of values, graph the data and analyze the data. Students will be able to quickly identify models based on an entity producing three clones, four clones, five clones and n number of clones. Students will post their completed document to Edmodo.
Science Students will learn about how biotechnology is used to affect living organisms. Students will use Tricider to discuss and debate formally over the issue of cloning. Students will choose a side on whether or not cloning is ethical. We will begin the project in class by the discussion of Dolly the Sheep. I will write the word cloning on the board and ask the students if they understand what it means. Then I will ask the students to tell me anything they know about cloning. Then I will show a photo on the TV screen of a little sheep on the board. I will ask if any of the students know about Dolly the sheep and give the students time to tell me whatever they know. Then I will break students into groups and they will do a collaborative activity (click here for activity).
Students are given six cards with different scenarios to make them think about if they would vote for or against cloning. Following this activity students will then participate in a debate style format using the tool Tricider: Do you think humans should be allowed to be cloned? Please have evidence to support your thoughts and ideas about cloning. • What benefits do you think cloning can have? • What negative aspects do you think that cloning can have?
Integration of App/Tool
1. Livebinder--Students will access online articles for initial exploration of utopian communities and as a “refresher” when designing their own utopia and preparing for Socratic Seminar 2. Edmodo - will be used in all classes as a collaborative tool throughout this lesson. 3. Online graphing calculator - Students will use graphing calculator tool throughout the lesson to graph data gathered and enter their equation to validate their calculations. 4. Tricider - Students will use this tool after learning about cloning and biotechnology to debate and discuss do they believe cloning is something that should or should not be done.
Collaboration
Asynchronous Collaboration will occur through Edmodo, Tricider, and Google docs.
Synchronous Collaboration will occur in the classroom with whole group and small group settings.
Teachers will collaborate with media center staff to reserve time for research and compile appropriate resources. Core teachers will also meet to set deadlines and time frame for implementation.
ISTE NETS-T
1. Facilitate and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. Promote, support, and model creative and innovative thinking and inventiveness. b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources. c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes. d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
2. Design and Develop Digital-Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning. Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility: Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources b. Address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools
Assessment
Each learning activity will be used as a formative assessment. For our summative assessment, students will participate in a Socratic Seminar in which they use knowledge gained from the novel study, LiveBinder research, Math activity, and biotechnology lessons to answer the following:
Opening Question--What is a perfect society and is it possible to achieve?
Core Question-- In Brave New World, how does the use of cloning help create the perfect society? Identify advantages and disadvantages to this technological achievement. Core Question--In Math you are able to determine the theoretical number of clones. Realistically is this possible? Why or why not - justify your answers. Core Question-- Does my life belong to the group? Do I have the right to pursue my own happiness? Can a society without freedom be productive? Closing Question-- Would you choose to live in a perfect society? Defend your answer
Meeting Objectives: Students will be be assessed using the attached rubric.
Exploring Utopias (and Dystopias)
Unit Essential Question: What is a perfect society and is it possible to achieve?
Inspired by dystopian novel Brave New World, students will explore biotechnology and cloning as well as research historical attempts at creating the perfect society. Through investigation and collaboration, students will gain a better understanding and hopefully, appreciation for the world in which we live today.Curriculum Standards
Language Arts8.RI.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
8.W. 2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Math
8.SP.1 Construct and interpret scatter plots for bivariate measurements data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association and non-linear association.
SL8.5(Literacy HST) Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
Science
8. L. 2 Understand how biotechnology is used to affect living organisms.
Summarize aspects of biotechnology including: Specific genetic information available and ethical issues.
WHST 8.1(Literacy HST) Write arguments focused on discipline-specific content. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Objectives
Learning Activities
Language Arts
Students will follow the class pacing guide to read Brave New World and answer study guide questions. (insert links to study guide
Students will use LiveBinder __http://www.livebinders.com/play/play?id=617031__ to research theories on utopian societies and investigate historical attempts at such communities.
Students will synthesize knowledge acquired through investigation in order to design their own utopian society in collaboration with one or two classmates. (Use of Edmodo or Google Docs will be encouraged throughout the research, design, and writing process for collaboration with peers.)
Math
Students will see how non-linear equations are used to model real world applications. Students will calculate the effects of cloning assuming that each entity produces two clones. Students will work in groups of two to create a table of values, graph the data and analyze the data. Students will be able to quickly identify models based on an entity producing three clones, four clones, five clones and n number of clones. Students will post their completed document to Edmodo.
Science
Students will learn about how biotechnology is used to affect living organisms. Students will use Tricider to discuss and debate formally over the issue of cloning. Students will choose a side on whether or not cloning is ethical.
We will begin the project in class by the discussion of Dolly the Sheep. I will write the word cloning on the board and ask the students if they understand what it means. Then I will ask the students to tell me anything they know about cloning. Then I will show a photo on the TV screen of a little sheep on the board. I will ask if any of the students know about Dolly the sheep and give the students time to tell me whatever they know. Then I will break students into groups and they will do a collaborative activity (click here for activity).
The next day in class students will have an opportunity to collaborate with students in class using six different cards
Students are given six cards with different scenarios to make them think about if they would vote for or against cloning. Following this activity students will then participate in a debate style format using the tool Tricider:
Do you think humans should be allowed to be cloned? Please have evidence to support your thoughts and ideas about cloning.
• What benefits do you think cloning can have?
• What negative aspects do you think that cloning can have?
Integration of App/Tool
1. Livebinder--Students will access online articles for initial exploration of utopian communities and as a “refresher” when designing their own utopia and preparing for Socratic Seminar2. Edmodo - will be used in all classes as a collaborative tool throughout this lesson.
3. Online graphing calculator - Students will use graphing calculator tool throughout the lesson to graph data gathered and enter their equation to validate their calculations.
4. Tricider - Students will use this tool after learning about cloning and biotechnology to debate and discuss do they believe cloning is something that should or should not be done.
Collaboration
Asynchronous Collaboration will occur through Edmodo, Tricider, and Google docs.Synchronous Collaboration will occur in the classroom with whole group and small group settings.
Teachers will collaborate with media center staff to reserve time for research and compile appropriate resources. Core teachers will also meet to set deadlines and time frame for implementation.
ISTE NETS-T
1. Facilitate and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. Promote, support, and model creative and innovative thinking and inventiveness.b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
2. Design and Develop Digital-Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativityb. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning. Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situationsb. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility: Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sourcesb. Address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools
Assessment
Each learning activity will be used as a formative assessment. For our summative assessment, students will participate in a Socratic Seminar in which they use knowledge gained from the novel study, LiveBinder research, Math activity, and biotechnology lessons to answer the following:Opening Question--What is a perfect society and is it possible to achieve?
Core Question-- In Brave New World, how does the use of cloning help create the perfect society? Identify advantages and disadvantages to this technological achievement.Core Question--In Math you are able to determine the theoretical number of clones. Realistically is this possible? Why or why not - justify your answers.
Core Question-- Does my life belong to the group? Do I have the right to pursue my own happiness? Can a society without freedom be productive?
Closing Question-- Would you choose to live in a perfect society? Defend your answer
Meeting Objectives: Students will be be assessed using the attached rubric.
Materials/Resources
Brave New World by Aldous HuxleyComputers with internet access
Edmodo account
Worksheets for Science Lesson
Worksheets for Math Lesson:
Value Beyond the Classroom
Lesson Development Resources/Citations
Common Core __http://www.corestandards.org/__NC DPI Standard Course of Study __http://www.ncpublicschools.org/curriculum/__
ISTE __https://www.iste.org/__
NWABR __http://www.nwabr.org/sites/default/files/learn/ethicsprimer/RubricsAssess.pdf__
__http://www.livebinders.com/play/play?id=617031__
__https://tricider.com/en/t/__
__http://www.ama-assn.org/ama/pub/physician-resources/medical-science/genetics-molecular-medicine/related-policy-topics/stem-cell-research/human-cloning.page__